This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, Day 3 of 3. This presentation is intended for use by those individuals participating in the Arch Ford ESC book study, days 1-3.

1. Enhancing Professional Practice
A Framework For Teaching
--Charlotte Danielson
Book study developed by:
DAY 3 Ginny Huckaba, Professional Development Specialist
Arch Ford Education Service Cooperative

2. AGENDA
 Welcome
 Review D1 and D4
 Memorable Experience Activity
 Investigations:
◦ Domain 2: Classroom Environment
◦ Domain 3: Instruction
 Preparing to Observe and Score D2/D3
◦ Evidence Activity
◦ Observing Teaching
◦ Scoring using Rubrics
 D1-D4 Vignette Activity (if time permits)
 Full Observation
◦ Videos for Domains 1 to 4
◦ Scoring using Rubrics D1 to D4
 Reflection/Close
2

3. Learning Outcomes
At the end of this book study, participants
will be able to:
• Understand the components of Domains 2 and 3
• Identify evidences for Domains 2 and 3
• Collect evidence and use the scoring rubrics for
Domains 2 and 3
• Conduct a full observation and use the scoring
rubrics for Domains 1 through 4
• Serve as a resource for introducing others to
Enhancing Professional Practice: A Framework for
Teaching

4. Norms
 Phone on silent or vibrate
 Honor talk-free zones
 Be intellectually engaged
 Share with one another
 Take care of your needs
 Return from break
 Sharpen Your Saw and enjoy…you
deserve it!

5. Table Group Roles:
 FACILITATOR
 RECORDER
 REPORTER
 TIME KEEPER
 MATERIALS MANAGER

6. Framework for Teaching
Components of Professional Practice
Domain 1 Domain 2
Planning and The Classroom
Preparation Environment
Domain 4 Domain 3
Professional Instruction
Responsibilities
6

7. Levels of Performance
(pages 38-42)
Unsatisfactory Basic Proficient Distinguished

8. Common Themes (Revisited)
(Embedded in all Domains)
 Equity  Cultural competence
 High expectations  Developmental
appropriateness
 Attending to individual
 Appropriate use of
students, including
technology
those with special
needs
 Student assumption
of responsibility

9. Memorable Experience
Think back to your days as a student.
What memory stands out for you?
Think about what makes it memorable
for you. (Note: it may be a positive or a
negative memory.)

10. Memorable Experience
 Talk with your elbow/shoulder partner about
your memory.
 When asked, you will move to 4 Corners,
based on your memory of that teacher.
 4 Corners
◦ (+/- Made you feel)
◦ (+/- How you were taught)
◦ Do you see any trends?
◦ What conclusion may be
drawn from those trends?

11. “…the challenge of teaching
includes not only organizing
the group but also attending to
the particular characteristics of
individuals. This is not a trivial
matter…”
--Charlotte Danielson

12. DOMAINS 2 & 3:
THE CLASSROOM ENVIRONMENT
&
INSTRUCTION

13. Domain 2 Domain B
Framework for Teaching Pathwise Mentoring
 Creating an environment of  Creating a climate that
respect and rapport promotes fairness
 Establishing a culture for  Establishing and maintaining
rapport with students
learning
 Communicating challenging
 Managing classroom learning expectations to each
procedures student
 Managing student behavior  Establishing and Maintaining
consistent standards of
classroom behavior
 Organizing physical space
 Making the physical
environment as safe and
conducive to learning as
possible
13

14. Domain 3 Domain C
Framework for Teaching Pathwise Mentoring
 Communicating with  Making learning goals and
students instructional procedures clear
to students
 Using questioning and
discussion techniques  Making content
comprehensible to students
 Engaging students in
learning  Encouraging students to
extend their thinking
 Using assessment in
instruction  Monitoring students’
understanding through a
 Demonstrating flexibility and variety of means, providing
responsiveness feedback, adjusting learning
activities
 Showing professionalism  Using instructional time
effectively
14

15. DOMAIN 2:
THE CLASSROOM ENVIRONMENT

16. Domain 2: The Classroom Environment
 Jigsaw: count off, 1 - 5
 Move to Expert Group
 Expert Group assignments:
*Group 1 = 2a *Group 4 = 2d
*Group 2 = 2b *Group 5 = 2e
*Group 3 = 2c
 Read
 Plan instructional “set”
 Move to group representing all 5 criteria
“experts”
 Teach your assigned criterion to the group
16

17. Domain 2: The Classroom Environment
2a: Creating an Environment of Respect and Rapport (p. 64)
2b: Establishing a Culture for Learning (p. 67)
2c: Managing Classroom Procedures (p. 68)
2d: Managing Student Behavior (p.71)
2e: Organizing Physical Space (p. 73)
17

18. DOMAIN 3:
INSTRUCTION

19. Component 3c:
Engaging Students in Learning
“If one component can claim to be
the most important, it is student
engagement. All the rest of the
Framework is at the service of
student engagement.”
--Charlotte Danielson
19

20. Domain 2: The Classroom Environment
 Jigsaw, modified: at your table,
determine the following criterion
“expert” assignments:
*Expert 1 = 3a *Expert 4 = 3d
*Expert 2 = 3b *Expert 5 = 3e
*Expert 3 = 3c
 Read and highlight assigned criterion
 Teach your assigned criterion to your
table group
20

21. Domain 3: Instruction
3a: Communicating with Students (p. 77)
3b: Using Questioning and Discussion Techniques (p. 79)
3c: Engaging Students in Learning (p. 82)
3d: Using Assessment in Instruction (p.86)
3e: Demonstrating Flexibility and Responsiveness (p. 88)
21

22. D2 and D3 Rubrics
 Individually: examine the rubrics for
Domain 2 and Domain 3
 Highlight the key-word differences in
the levels of performance
 Discuss with your group the key points
of the differences you have identified

23. Levels of Performance
(common terms, revisited)
Unsatisfactory Basic Proficient Distinguished
*Not *Some *Consistent *All students
*No *Attempts to *High quality *Highly
*Not clear *Limited *Timely effective
*Unaware *Moderate *Accurate *Entirely
*Does not *Uneven *Appropriate appropriate
respond *Inconsistent *Clear *Adapted for
*Poor individual
*Rudimentary *Effective
students
*Not *High
congruent *Fully aligned
expectations
*Extensive
23

24. Before observing teaching,
let’s clarify evidence.

25. Evidence:
 is a factual statement of what is observed
or heard.
 may also be comprised of physical artifacts.
 does not contain subjective or judgmental
language.
 is selected using the professional judgment
of the observer or the teacher.

26. EVIDENCE SHOULD BE:
*Factual
*Representative
*Relevant

27. Evidence or Opinion? Activity
 At your table, sort the statements into two
groups: Evidence and Opinion
 Move to a new table, check for your agreement
with the previous group’s work.
 For statements sorted as Opinion, use a large
sticky note to rewrite each as Evidence and
stick to the strip…leave the strip in the Opinion
group.
 Move one more time; check for agreement.
 Debrief

28. Observing Teaching for
Domains 2 and 3

29. Observing Teaching:
Domains 2 and 3
 Use D2/D3 Evidence Collection Form
 Watch video and record evidence
 Use scoring rubric to highlight and score
D2 and D3
 As a group, reach a consensus
 Post
 Conduct carousel
 Debrief

30. Preparing for a
Full Observation, D1-D4

31. Vignette Activity
 With your table group, determine the cards’
color significance. (Need table groups of 4, be
ready to adjust if asked)
 Determine each card’s domain and
component; write on a sticky note for each
card and attach to the card.
 Divide the cards by colors with your table
group.
 All like colors move to one table; read/share
answers with color group.
 Use answer key to “check” answers.

32. Framework for Teaching
Components of Professional Practice
Domain 1 Domain 2
Planning and The Classroom
Preparation Environment
Domain 4 Domain 3
Professional Instruction
Responsibilities
32

33. Domains 1-4
 This time, a complete observation will
take place
 Watch each video segment, collecting
evidence
 After all videos have been viewed, use
the rubrics to score D1 to D4
 Discuss with your table group
 Debrief with whole group

34. Crosswalk of:
FFT, Domains 2 and 3
and
Pathwise, Domains B and C

35. Exit slip (on post-its)
How do you plan to use what you
have learned in these 3 book study
sessions with your faculty?
What concerns do you have about
The book study you are conducting or
Plan to conduct with your faculty?

36. Sources:
 Primary Source:
◦ Danielson, C. (2007). Enhancing
professional practice: A framework for
teaching. Alexandria, VA: Association for
Supervision and Curriculum Development.
 Secondary Sources:
◦ A Framework for Teaching Teacher Introductory Training,
Ginny Huckaba, Arch Ford Education Service Cooperative
◦ Arkansas Department of Education Teacher-Evaluation
Resources, http://arkansased.org/educators/index.html